1. Common Core Standards CCSS.ELA-LITERACY.RF.1.2.A- Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.2.C- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
2. Student Learning Objectives (see Blooms Taxonomy):
Students will demonstrate knowledge of rhyming words and determine whether the vowel sound in the word is short or long.
Students will examine,identify, and produce rhyming words, their vowel sounds, and the phoneme sounds within the words.
Add below objectives the following information:
a) Explain how this lesson supports previous and subsequent learning.
Students previously learned about rhyming words. This will build upon students' knowledge and understanding of rhyming words and phonemes.
Students will continue working on identifying and coming up with rhyming words while also identifying the phonemes within single syllable words.
3. Assessment
Completion of Nearpod activity (amount and accuracy of rhyming words listed, accuracy of rhyming words circled)
4. Materials/Resources
iPads
What Pet Should I Get? By Dr. Seuss
Smart board
5. Classroom Learning Environment Focus
Students will be working at their desks with iPods to begin and then working in pairs to complete the Nearpod activity.
6. Lesson Plan
a. Initiation
Teacher will begin by reading the story What Pet Should I Get?
During story, teacher will stop at various parts in text to ask students to identify the rhyming words, whether the vowels are long or short, and to identify the phonemes within these rhyming words:
Page 5: cat, pat, that; do, two
Page 23: thing, string; all, wall, small
b. Sequence of Learning Activities/questions/transitions
Teacher will pass out iPads to each student
Students will begin the Nearpod activity independently and then work with a partner (person next to them) to complete the partner work during the activity of coming up with rhyming words.
Once students complete this activity, they will work with their partner to identify the following in the rhyming words they came up with: whether the vowel sound is short or long, the beginning, middle, and final phoneme sounds.
c. Closure
Teacher will ask for examples of rhyming words that students came up with. She will write them up on the smart board.
Teacher will ask the students to identify the vowel sound in the examples given, and the phoneme sounds within the words.
1. Common Core Standards
CCSS.ELA-LITERACY.RF.1.2.A- Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.C- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
2. Student Learning Objectives (see Blooms Taxonomy):
Add below objectives the following information:
a) Explain how this lesson supports previous and subsequent learning.
3. Assessment
4. Materials/Resources
5. Classroom Learning Environment Focus
6. Lesson Plan
a. Initiation
- Teacher will begin by reading the story What Pet Should I Get?
- During story, teacher will stop at various parts in text to ask students to identify the rhyming words, whether the vowels are long or short, and to identify the phonemes within these rhyming words:
- Page 5: cat, pat, that; do, two
- Page 23: thing, string; all, wall, small
b. Sequence of Learning Activities/questions/transitions- Teacher will pass out iPads to each student
- Students will begin the Nearpod activity independently and then work with a partner (person next to them) to complete the partner work during the activity of coming up with rhyming words.
- Once students complete this activity, they will work with their partner to identify the following in the rhyming words they came up with: whether the vowel sound is short or long, the beginning, middle, and final phoneme sounds.
c. Closure